Skip navigation

Integration into higher education: key implementers’ views on why nurse education moved into higher education

Integration into higher education: key implementers’ views on why nurse education moved into higher education

Burke, Linda M. (2003) Integration into higher education: key implementers’ views on why nurse education moved into higher education. Journal Of Advanced Nursing, 42 (4). pp. 382-389. ISSN 1365-2648 (online) (doi:10.1046/j.1365-2648.2003.02630.x)

Full text not available from this repository.

Abstract

Aim. The aim of this paper is to discuss the opinions of the key individuals involved in implementing the integration of nurse education into higher education in the United Kingdom (UK) about why nurse education moved into higher education and why this happened when it did. Background. In 1995 the last of the old-style schools of nursing in the UK was fully integrated into higher education and were detached financially, legally and organizationally from District Health Authorities. However, only 6 years before, when Working Paper 10 was produced, there were only a few nursing degree courses located within higher education. What made this move into higher education particularly noteworthy was that there was never a clear statement of intent from the government that this integration of health care education was intended. Despite the fact that this is one of the most significant changes ever to take place in nurse education, there has been relatively little empirical research about why the development occurred. Methods. A qualitative approach was selected for this study and the methods used were policy analysis and interviews. A purposeful sample of 70 implementers involved in the integration process was selected and asked for their views on this issue. Findings. Participants believed that integration had occurred because of a combination of complex factors, but there was a division between those who thought that it was centrally planned and others who felt that it was an accidental outcome of the particular events of the time. Conclusions. It is not clear whether policy was influencing action or action influencing policy. Understanding of why this change occurred is needed if health care professionals wish to have greater control over future changes in education.

Item Type: Article
Uncontrolled Keywords: higher education, integration, policy analysis, policy implementation, implementers’ views, nurse education, UK, National Health Service
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
R Medicine > RT Nursing
Pre-2014 Departments: School of Health & Social Care
School of Health & Social Care > Centre for Nursing & Healthcare Research
Related URLs:
Last Modified: 14 Oct 2016 09:18
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/7461

Actions (login required)

View Item View Item